Academy of Management Learning & Education

Journal Information
ISSN / EISSN : 1537-260X / 1944-9585
Published by: The Academy of Management (10.5465)
Total articles ≅ 1,336
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Latest articles in this journal

Thomas Will
Academy of Management Learning & Education; https://doi.org/10.5465/amle.2020.0283

Abstract:
Professors rely upon expertise. As management scholars and teachers we need to know our stuff. Our relationship with expertise, however, is a tricky affair. Observers express frustration with our field’s epistemological perspective and wonder why existing ways of knowing and teaching are so resistant to change. One plausible explanation is that how we enact expertise in management studies makes sense—literally. That is, prevailing forms of expert behavior help professors construct and protect sensical understandings of self in relation to others. Drawing on constructive-developmental theory, I treat scholarship and teaching as meaning-making activities. Subject-object fusion in the context of the professor-expertise relationship means that many of us do not so much have our expertise as we are our expertise. This essay explores how meaning-making structures interact with the demands of academia to sustain disciplinary commitments to traditional ways of knowing and teaching. We are limited by commitments to expertise we have ourselves enacted. Many professors feel stuck; this essay outlines a path toward getting unstuck. I explain how a distinct double loop learning methodology designed to promote subject-object separation can enhance our capacity to make meaning in more expansive ways, such that we have our expertise without it having us.
Joel M Evans, James Oldroyd, John B. Bingham
Academy of Management Learning & Education; https://doi.org/10.5465/amle.2020.0557

Abstract:
The continuing internationalization of business education offers MBA students a unique cross-cultural environment in which to develop their business acumen. This pluralistic context can produce uncertainty regarding appropriate ethical norms among the cohort and uncertainty in how students react to peers who are perceived to violate ethical norms. In this paper, we explore the violation of ethical norms through peer reactions to academic cheating and examine the effects of peer ostracization on perceived cheaters’ overall academic performance. We further explore how cultural intelligence may help cheaters avoid their peers’ social sanctions. In a three-part longitudinal study of an international MBA cohort, we predicted and found that cheating led to diminished academic performance, mediated by a reduction in friendship ties. Moreover, we found that cultural intelligence moderated the loss of friendship ties, attenuating the negative effect of reduced friendship ties on performance. In general, our findings suggest that peers can apply effective social sanctions to those they perceive as violating social norms, but that the impact of such sanctions may be lessened by the deviant individuals’ cultural intelligence.
Thomas G. Cummings, Chailin Cummings
Academy of Management Learning & Education; https://doi.org/10.5465/amle.2020.0262

Abstract:
LANGUAGE AND THE EVOLUTION OF ACADEMIC FIELDS: THE CASE OF ORGANIZATION STUDIES Abstract Considerable research has been directed at how academic fields evolve yet the language used to communicate knowledge has played a minor or passive role in understanding field development. We draw on studies from both linguistics and sociology to develop a conceptual framework that explains how language affects the institutional and social processes involved in the evolution of academic fields. We illustrate the framework with a case study of the evolution of organization studies (OS). It includes a textual analysis of the field’s communication of research knowledge to the academic community over a 50-year period; a review of the institutional and social processes that shaped the field’s research development; and an examination of how the words used to communicate OS knowledge affected those evolutionary processes. Because OS evolved mainly in professional business schools, it also creates knowledge for practitioners. We further explore how the language used to communicate OS knowledge to students and practitioners shaped the practice side of the field’s evolution. This linguistic perspective clarifies the growing divergence between OS’s research and practice sides and suggests how they might be strategically aligned for the field’s successful development.
Francois Bastien Bastien
Academy of Management Learning & Education, Volume 20, pp 488-490; https://doi.org/10.5465/amle.2021.0143

Abstract:
A symptom of systemic discrimination actually pertains specifically to institutions of higher learning such as business schools. For many of our schools, the white Eurocentric west has typically used its own stories and theories to justify and defend its reign over anything that relates to business practice and education. This discourse has indeed benefitted some while marginalizing others, such as the contribution of many African American business leaders. Giving credit to its promptitude, African American Management History: Insights on Gaining a Cooperative Advantage is straightforward: “it is important to learn, and be proud of African traditions and philosophies because most business schools throughout the world only teach management from an Anglo-Saxon perspective, and highlight the contributions of the white pioneers” (p. 1).
Alistair Mutch
Academy of Management Learning & Education, Volume 20, pp 407-422; https://doi.org/10.5465/amle.2020.0079

Abstract:
Historical exploration based on archival sources indicates the subsequently somewhat obscured development of a distinctive approach to business and management education in the United Kingdom. Based in the polytechnics that were created in the 1960s, this approach featured a learner-centred and structured approach to course design and assessment. Innovative developments at both undergraduate and postgraduate levels were conditioned by a system of national monitoring. While often experienced as bureaucratic and intrusive, the practices of visits and committee discussion fostered reflection on teaching and learning. However, a key weakness was a lack of focus on research. When the so-called ‘binary line’ dividing polytechnics from universities was abolished in 1992, the polytechnics were subject to the isomorphic pressures of league tables and accreditation requirements, ones which often privileged the research activities of the universities. The value of a historical approach is in uncovering traditions that have often been obscured by later developments but which offer resources to address contemporary concerns.
Mary Beth Doucette, Joseph Scott Gladstone, Teddy Carter
Academy of Management Learning & Education, Volume 20, pp 473-484; https://doi.org/10.5465/amle.2020.0530

Abstract:
Relationships, past, present, and future, and applied learning are critically important aspects of Indigenous knowledge systems. We advocate bringing forward Indigenous ways of thinking, old ways of thinking, as novel and relative to the ways of thinking generally practiced by Academy membership. This article demonstrates how three Indigenous business scholars use applied relational methods to imagine new possibilities for business studies. Using a combination of autoethnographic and conversational style writing, we reflect on our experiences as Indigenous scholars working, learning, and teaching in business schools. We highlight how business school knowledge systems, past and present, reinforce colonial narratives, despite calls for diversity. We explain the double bind that Indigenous scholars face engaging with the critical study of history. Finally, we encourage our colleagues to consider using relational methods to reflect on their sources of agency within business school systems.
Tumbe Chinmay
Academy of Management Learning & Education, Volume 20, pp 485-487; https://doi.org/10.5465/amle.2020.0188

Abstract:
None, as indicated in the guidelines for the Resource Review section.
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